Systemic change means working to change a whole system. In education, systemic change could mean focusing on: vertical changes at the district or state department level (i.e. power and policy level), or horizontal changes, which effect change in every school in a district, or change to every aspect of the school system as thought of in systems theory, or systematic change, an approach meaning both vertical and horizontal lines of education, and fundamental change, which constitutes changing present systems. Horizontal lines of change are closer to the classroom. Funded by the National Science Foundation (NSF), Local Systemic Change (LSC) projects were designed to help mathematics and science teachers master their content knowledge and improve their instructional practices.
The educational systemic change was content-focused professional development for teachers built around student instructional materials. The projects were part of a network of mathematics and science teachers, researchers, and professors who participated in one of eighty-eight (88) Local Systemic Change Through Teacher Enchancement projects funded by the NSF. The Delaware (6-12) Exemplary Mathematics …show more content…
Specifically, that teacher participation in LSC professional development was linked to a number of positive outcomes in mathematics and science instruction, including overall improvement in the quality of lessons; enhanced quality of content presented to students; more frequent use of such investigative practices as engaging in hands-on activities and working on model or simulations; higher-quality questioning and leading of sense-making discussions; and greater intellectual rigor and student engagement. Also, teachers were most likely to receive higher ratings when they used lessons based on the designated instructional materials and went through about 80 hours of the LSC professional development
The educational systemic change was content-focused professional development for teachers built around student instructional materials. The projects were part of a network of mathematics and science teachers, researchers, and professors who participated in one of eighty-eight (88) Local Systemic Change Through Teacher Enchancement projects funded by the NSF. The Delaware (6-12) Exemplary Mathematics …show more content…
Specifically, that teacher participation in LSC professional development was linked to a number of positive outcomes in mathematics and science instruction, including overall improvement in the quality of lessons; enhanced quality of content presented to students; more frequent use of such investigative practices as engaging in hands-on activities and working on model or simulations; higher-quality questioning and leading of sense-making discussions; and greater intellectual rigor and student engagement. Also, teachers were most likely to receive higher ratings when they used lessons based on the designated instructional materials and went through about 80 hours of the LSC professional development